• You know the assignment!  Get your map of Triangular Trade done and prepare a report to be given in class tomorrow, Thumbs up Thursday...
• ALSO...on today's assignment log, you are also responsible for a map (notebook assignment #4) that shows what European countries had colonies or land claims in North America, and where these were...use internet searches to find the information you will need to make such a map, or your book. (Hint: Spain, France, England, the Netherlands)

• DO NOT CLICK HERE!
• Check out the Study Guide for your test tomorrow
• Links to Mr. Pahl's notes on various chapters, including 17
• There were two areas at the end of 17.3 which Mr. Pahl told you to study:
  • The Stuarts Restored
  • The Glorious Revolution

Answer the following questions about these two items either doing internet searches or your book or both:

The Age of Reason, or The Enlightenment

• Read about Enlightenment Thinkers from these links:
• Philosophers (2 pages)
• More philosophers (2 pages)
• (This would be a good time to work on the chart for your notebook assignment 10, [see sample to the left] so you can computer generate it and make it look nice...have these comparisons of the 4: name, major writing title, main ideas, and (ex cred) connections to today...)
• Now take this test with a partner; you can use the links above to help you with answers. (Note: You will see many of these questions again on the test just before spring break...)
• Here are some of the answers to the test above: 10 is I; 9 is J; 15 is C; 17 is C; 18 is B; 19 is B; 22 is B;

The French Revolution. What was it?

• Background websites (or do your own searches or use your textbook).
• Fill out this chart.  Do the best you can to research about the place of each of these items in the French Revolution. 10 points, due Wednesday, tomorrow.  You have to draw the chart.  Use Word to make it, best.  Draw it yourself, 2nd best.

• Groups to choose from:
  • Peasants (Part of the Third Estate)
  • Nobles, aristocracy (Second estate)
  • Monarchs. The King and his people
  • The Church. (First Estate)
  • Napoleons.
  • The merchants and middle class. (Part of the Third Estate)
  • The Radical Robespierres.
  • Philosophers.
• Tell Mr. Pahl your first and second choices for what group you would like to be in...

Above: Last year's winners...they took over France in C310!

Here is a key to planning your strategies:  KNOW THE RULES!  Knowing the rules, and thinking about them, can help you be successful...!

Who are your Benjamins going to?

Monarchs	Napoleons	Robespierres

• Sit with your group in the LAB today, and be SURE to put your sign wherever you sit!
• Be sure you get your CAHIERS listed on our WIKISPACE
• Your 5 questions on the second half of chapter 19 are due at the end of the period...
• Your chart on the 4 stages of the French Revolution is due at the end of the period.
• Tomorrow, remember: Points for costuming, acting the part of your actual group in the French Revolution.
• TODAY, you can begin making promises to groups and deciding who you are going to give some of your money to...the Robespierres, the Napoleons or the Monarchs.
• Robespierres, Monarchs, Napoleons, what are you promising people?
• LEARN THE RULES!!!!

Who is your money going to?

Mission: Make a sweet book about the Industrial Revolution for those 5th graders at Dirksen School in School District #54 who are anxiously waiting to read them! RUBRIC.   
 

(That's Mrs. Pahl in the back...)

• Here is the RUBRIC
• Note: you will be grading every body in your group tomorrow as to how much they contributed to the IR booklet...

Study Socialism and Marxism for the test this Thursday...

• Feeling lucky?

• Make sure somebody from your group goes over to the classroom to write your 3-levels of dissatisfaction on the classroom computer.  See Mr. Pahl first so he can set the page up for you and name it correctly...
• You will be working on getting the third column of that chart completed in the lab today.  Your work on this is due tomorrow.
• You will be setting up an analogy between your dissatisfaction experiences and those of people involved in one of many famous revolutions (you will pick which one).  Mr. Pahl will explain this more before you go to the lab.
• Pick one of the following revolutions to use as the basis for completing the third column of your chart:
  • Toussant L'Ouverture and the slave revolt in Haiti in 1791-1793
  • Miguel Hidalgo and Jose Morelos and the Mexican revolt against Spain.
  • Simon Bolivar and any one of the independence revolts he led in South America against the Spanish.
  • The revolt of the landowners of Chile against Bernardo O'Higgins in 1823.

• Put your Aristotle summary on your wikispace!

Remember the rubric for grading your presentations next Tuesday:

1. Make sure your third column revolution dissatisfactions are SPECIFIC.  If they are general, the best grade you can get is a "C".
2. Presentation quality.  Use PowerPoint or make the chart large enough so it displays well.... Make your presentation visually appealing...:-)

• Those that haven't presented, work on your Dissatisfaction presentation...remembering that you will be held to a higher standard...
• Get your Aristotle essay on your wiki if you have not done that!
• Check out your grade and if there are assignments you have not done, get them done.
• No surfing the net by anyone who has assignments not done.
• We are going to begin studying about the U.S. becoming an imperial power.  Describe what an imperial power is, and explain our involvement in the Spanish-American War, and who the Spanish-American War was between:

World War 1!    Get your group going on this WEBQUEST!

World War I

How bad was it?  Make a booklet, PowerPoint, website, Wikispace, or oral presentation due Monday, in which you document how horrible World War I was.  Choose 3-5 categories like the ones below to organize your work.  Try to use eyewitness accounts and statistics to document the horror of this "war to end war."

• POISON GAS and other new killing methods
• CASUALTIES
• DISEASE
• HATRED

• When you are finished with the test,  write a short essay ON YOUR WIKISPACE about President Woodrow Wilson's claim that WW I would be a "war to end all war."
• READ THE INSTRUCTIONS on the wikispace!
• The essay needs to be on your Wikispace by Friday.
• Worth 25 points

• Craft an essay-reflection on the strengths and weaknesses of warfare. See the class wikispace for details!
• Second Semester FINAL REVIEW

REVIEW FOR THE FINAL!

• Study the Vocabulary from the Enlightenment and the French Revolution.  Complete the chart and quiz another class member.
• Do this worksheet on the French Revolution and STUDY it for the final...

THE LAST LAB!

• Mr. Pahl will give you a worksheet to work on in the lab. You will show it to Mr. Pahl near the end of the class and he will sight-grade it, from 0-10 points.
• Second Semester FINAL REVIEW
• World War I Map Review
• Map: Europe AFTER World War I

• Rate Mr. P